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Global Issues in the Teaching of Language, Literature and Linguistics

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Edited By Francisco Javier Díaz-Pérez, María Belén Díez-Bedmar, Paula García-Ramírez and Diego Rascón Moreno

This book results from a teaching innovation project funded by the University of Jaén (Spain), in which four lecturers of the English Department, the editors of the volume, were involved. The objectives of this project had to do with the development of the global citizenship generic competence in the English Studies degree and, consequently, with the introduction of global issues in language, literature and linguistics courses. The volume contains 10 chapters, pre-ceded by an introduction, and deals with the reflections of lecturers and scholars with different academic backgrounds on the inclusion of global issues in the teaching of the English Language, General Linguistics and Literature at university level.

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Pedagogy of the Oppressed Eater: Teaching Laura Esquivel’s Íntimas suculencias NIEVES PASCUAL 177

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NIEVES PASCUAL Pedagogy of the Oppressed Eater: Teaching Laura Esquivel’s Íntimas suculencias1 1. Introduction I begin by revisiting the question ‘What is food?’, which Roland Barthes asks in ‘Toward a Psychology of Contemporary Food Con- sumption.’ His reply is simple: Food ‘is not only a collection of products that can be used for statistical and nutritional studies. It is also, at the same time, a system of communication, a body of images, a protocol of usages, situations and behavior.’ As the best tool for analysis he recommends: ‘information about food must be gathered whenever it can be found: by direct observation in the economy, in technique, usage and advertising, and by indirect observation in the mental life of a given society’ (Barthes 2008: 29). In other words, food is not only something edible and sustaining, it is a cultural object and a cultural mediator about which information can be gathered in diverse fields. Barthes’ model, however, overlooks the communicative function of food when served on the pages of a literary text, even though literature is a system of communication and a perfect vehicle for the transmission of cultural protocols. 1 This article is part of the research project ‘De boca en boca: Comida y trans- culturación’ (P08-HUM-03956). My gratitude to the Junta de Andalucía for their financial support in sponsoring this project. Thanks must also go to all the students in the course SPAN 3031.01, University of Northern Iowa, Winter Se- mester, 2012. 178 Nieves Pascual 2....

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